人教版英语 teaching plan for lesson5 unit 5
人教版新课标必修二 Unit 5 Teaching Plan of Reading教案
Unit 5 MusicPeriod I Reading --THE BAND THAT WASN’TTeaching PlanTeaching Contents Analysis:The topic of this unit is about music and its different music styles. The reading passage introduces how the Monkees formed and how it developed. It was a band of one musician and other three actors. At first, it was famous for its humorous performances and playing jokes on each other. Later, the Monkees started to play and sing their own songs like a real band.Students Analysis:Students might encounter some problems that they cannot fully understand the passage in such a short time reading. They might fail to summarize the main idea of each paragraph. So teacher tries to help students understand this passage as much as possible.Teaching Aims:1.Help students learn about different kinds of music styles.2.Get students to learn how people form a band normally.3.Enable students to talk about how to form a band in their own words.4.Encourage students to set dreams out of interest, instead of attaching to becoming rich andfamous.Key points and difficult points:1.Help students learn about different kinds of music styles.2.Enable students to talk about how to form a band in their own words.Teaching Procedure:Step1 课前2分钟: Ss. altogether sing a song: because you liveStep 2 Lead-inTo ask student what they think of this song and what kind of music style is.Step 3 Warming upEnjoy different kind of music style and try to match the music with its style.Step4 Pre-readingTo ask whether they know any person who sings Rock ‘n’ Roll music and introduce the reading passage – the Monkees.Do you know some bands that belong to this kind of music?Step 5 ReadingTask1 Fast ReadingHave Ss. Read the reading passage “THE BAND THAT WASN’T”, then match the main idea witheach paragraph.Para.1: How the Monkees became popular and how they developed as a real band. Para.2: The Monkees started in a different way.Para.3: Many people want to be famous as singers or musicians.Para 4: This is how most bands start.Task2 Careful readingRead the passage carefully and try to fill in the blanks and teacher to write down the main structure on the blackboard.Step 5 Post-reading (group work):Activity 1: Question time for student to ask questions and other groups need to answer the questions.Activity 2: Discussion on some questions about how to form a band.T asks Ss. to check if they have some problems to understand the reading passage, if so,they can ask other group to answer their questions.Step 6 SummaryTo summarize what we have learned in this class.Step 7 Homework1. Try to retell the passage in your own words.2. Write a short introduction of your band.Step 8 The design on the blackboardUnit5 musicTHE BAND THAT WASN’T。
人教版Unit5TeachingPlan
Teaching PlanTitle: Unit 5 Nelson Mandela – a modern heroSection:Period2 Reading Task-A Follow of Bill Gates; A Competitor of Bill Gates Teacher: Wu Jingzhi 100201110Date: September 15, 2013 (1.5 class periods as planned)I have been a friend of Bill Gates for a long time. I knew him when he was a student at Harvard University. We were surprised when he left university to set up his own company “Microsoft” and make his own software. But he was the clever one! He is very good at writing computer languages and almost all computers now use Microsoft software. The program “Word”is used from Britain to China! Of course he has made a lot of money and that makes people very jealous. They want to stop his success. Even the government is against him and has tried to break his company into two parts. They say that he is unfair to other people who want to sell similar software. Because he fits his new software free in every new computer, the government says he is stopping other companies from selling their programs. This is not fair. Everyone should be able to do what they can to stop other competitors. He is very rich, but he is generous. He has given millions of dollars to help the education and health of many children around the world. You could not meet a better man than Bill Gates.。
人教PEP版小学五年级下册第五单元英文说课稿
T eaching Plan for PEP Primary English Book5Unit5 Look at the MonkeysPeriod1 Let’s learn and let’s playBy Zhong Minling from No.3 Primary School (钟敏玲)Good morning, everyone. I’m Zhong Minling from No.3 Primary School. I’m glad to be here to share my lesson with you. Today, I’m going to talk about part A of unit 5, PEP Primary English, Book 5. I’ll divide it into four parts.Part I Analysis of Teaching Material1.Status and FunctionFirst, let me analyse the teaching material. The topic of this unit is about describing animal actions with present tense. This period is the beginning of the unit. So the students have some new words and phrases to learn and memorize. In this part, as a teacher, I must arouse their interests in this unit, let them have a general idea about what they are going to learn. Furthermore, to master this lesson well is good for the next lessons.2. T eaching Aims(1) Knowledge Aimsa. To enable the students grasp the key words with “ing” form, “flying, walking, jumping, running and swimming”, and the key structures: “Look at the tiger. It’s running”.b. To enable the students to grasp the key verb phrases with “ing” form and the key words, especially “running”and “swimming”, and the key structures. Make sure they can use them in real situations.(2) Ability Aimsa. To develop the students’ abilities of listening and speaking.b. To train the students’ ability of working in groups.(3)Emotion Aimsa. To foster the students’ consciousness of good cooperation and proper competition.b. To lead the students to show the loveliness to the animals and to the nature.3. T eaching important points and difficult pointsa. The important points: To help the students grasp the key words with “ing” form and the key structures. Make sure they can use them in real situations.b. The difficult points: To help the students grasp the key verb phrases with “ing” form, especially “running” and “swimming”. Make sure they can pronounce and write them correctly.Part II Teaching Methodsmunicative teaching method.2.Audio-visual teaching method.3.Task-based teaching method.As we all know, the main instructional aims of learning English in Primary School is to cultivate pupils’basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Communicative teaching method, Audio-visual teaching method and Task-based teaching method. That’s to say, I’ll let the students get a better understanding of the key words and structures. I’ll arrange several kinds of activities: singing, watching pictures, listening, guessing game, group work and so on. So in this lesson, a recorder, multi-media, cards and blackboard will be needed.Part III Studying Ways1.Let the students master the key verb phrases better by watching,listening, guessing and using.2.Enable the students study English language by communicating,describing and listening.3.Let the students understand how to compare qualities and how tocooperate.Part IV Teaching ProcedureStep 1 Warm-up1.Listen to the tape and sing the song “What are you doing?” together.2.Do some TPR. I’ll Show some cards of verb phrases and let thestudents read and do the actions.3.Free talk with the students: What are you doing?This step can arouse students’ interests of learning English by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2 Presentation1.I’ll write down the words on the blackboard: fly, jump, walk. And letthe students do the actions. eg: Fly like a bird. Jump like a rabbit.Walk like an elephant.2.Show a bird picture and say: Look at the bird! What’s the bird doing?And lead the students to answer: It’s flying! The bird is flying. At the same time I’ll write down the word “flying” on the blackboard. Let the students read and repeat “flying, flying”.e the same method to teach “walking” and “jumping”.4.Point to the rabbit and ask: The rabbit is jumping, why? Lead to thestudents answer: Because the tiger is running. The tiger is running after the rabbit. Teach “running” and emphasis its form.5.Point to the fish in the water and ask: What is the fish doing? Lead thestudents to say: It’s swimming. And emphasis its form.6.Listen to the tape and get the students to follow it.This step I present the key words and structures one by one. It’s much easier for the students to learn and grasp the meanings. And tell the students we should show our loveliness to the animals and to the nature. Step 3 PracticeAfter dealing with the key verbs with “ing” form. I arrange three games. Game1. Test your eye sight. I show some flash animal pictures and get the students to say the action words. I’ll praise to do the best.Game2. Pair work. One student wears a headgear of an animal and does the action like the animal, the other student makes a sentence.Game3. Groups work. The first three students come to the blackboard. One takes out a card of an animal. The other takes out a card of word. Another reads out the sentence. If the sentence can do the movement of the animal, they keep the two cards, if not, put the cards back and continue the game.Though this step, students consolidate they learned in class and developtheir abilities of communication and cooperation.Step4 Homework1.Copy the words and sentences learned in class.2.Listen to the tape and read the words and sentences to your parents.It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designOn the top, there is the title of this lesson. On the left, there are some verbs. In the middle there are some verbs with “ing” form. On the right, there are some key sentences.That’s all for my teaching plan of this lesson. Thank you for your attention.。
人教版初三英语五单元教学计划
人教版初三英语五单元教学计划Lesson Plan for Unit 5 of Grade 9 English, Renmin Education Edition.Learning Objectives.Students will be able to understand the main idea and supporting details of a text about the importance of education.Students will be able to summarize the text accurately and concisely.Students will be able to identify and use key vocabulary related to education.Students will be able to discuss the importance of education in their own lives.Materials.Textbook: Unit 5, "The Importance of Education"Whiteboard or chart paper.Markers.Handouts (optional)。
Procedure.1. Warm-up (5 minutes)。
Begin by reviewing the previous lesson.Ask students to share what they know about the importance of education.2. Reading the Text (15 minutes)。
Have students read the text in Unit 5.Ask students to identify the main idea of the text.Have students work in pairs to summarize the text.3. Vocabulary Practice (10 minutes)。
英语人教新课标Unit 5全单元教案
英语人教版新课标必修3Unit 5全单元教案Unit 5 Canada ——- The true north教学设计Teaching aims：1.Talk about the basic information about Canada。
2.Learn how to read a traveling report and use maps。
3.Learn to express locations and directions.4.Master the noun clauses—-- appositive clause5.Vocabulary：minister, continent，surround，dawn，booth，slightly, settle down，have a gift for, figure out, as far as，all the way，rather thanWarming up and readingStep Ⅰ Revision1.Check the students’ homework2.Check the assignment。
Step Ⅱ Lead—in and warming upShow the students the maple flag and ask them some questions。
T: Do you know which country uses this national flag?Ss：Canada。
T：What continent is Canada in?Ss：In North America.T：How large is it？Ss：It is the second largest country in the world.T: Yes. It occupies an area of 9，984，670 square kilometers。
人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill. (2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This activity provides reading, writing, listening and speaking practice using the target language. Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.StepⅦHomework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ。
人教PEP版五年级英语上册《Unit 5》全单元教案教学设计小学优秀公开课
人教PEP 版五年级英语上册教学设计Unit 5 There is a big bed一、单元整体分析本单元是义务教育人教版（pep）小学英语教科书五年级上册的第五单元，本单元的学习主题是利用There be…句型讨论家居陈设的摆放位置，总共设置了A、B、C 三个板块的内容。
A、B 部分呈现两组情景对话、一些重点词汇和一篇阅读小短文等新知识点，C 部分是以讲趣味故事形式巩固或延展知识面。
本单元的学习主题是讨论家居陈设的摆放位置，通过参观张鹏同学的卧室，为学生们展示了一些有关家居摆设的单词，并用一些表示相对位置关系的方位介词来讨论这些家居物品的具体摆放位置,重点呈现核心句型There be，具体包括There is…和There are…。
家，是我们从一出生就一直居住的地方，这是每个人最熟悉的场所，把自己家的样子介绍给其他同学，让他们了解自己的居住环境，这个与自己的生活息息相关的话题，可以瞬间激发学生们的浓厚情趣，让他们有话可说，使他们自然而然地把新的知识点融入到自己的真实生活中，并能很快达到内化的程度。
本单元共分六个课时，A、B 两部分中的情景对话都是展示重点知识内容即本单元两个核心句型的具体语言环境，Let’s learn 中所教学的重点词汇为学生练习使用关键句型提供多元化的素材，让学生们掌握更多常见的日常家居物品。
包括A 部分出现的photo, clock, water bottle, bike, plant, 以及B 部分出现的in front of, between, behind, above, beside。
这些词汇能够拓宽学生们的知识面，增加学生们的词汇量，为提高表达能力打下基础。
第五课时的Read and write 和Let’s check 均是为巩固本单元重点知识而设计的精简训练。
第六课时中的情趣故事是学生们最喜欢的板块，通过观看动画课件视频，模仿表演，学生们把本单元学会的新知识融入到虚构的故事情节当中，把故事内容活灵活现的展现在众人面前，让学生们感受着自己的进步、成功与喜悦s。
teaching plan for Unit5
Unit 5 Dealing with AIDST eaching Objectives:Upon the completion of the lesson, the students shall be able to:1) master the key language points in the text;2) grasp the main idea and structure of the text;3) talk briefly about what is the theme of the text and what attitudeshould we have toward life:4) improve the abilities of listening, speaking, reading, writing andtranslating.Key Points:Words and Expressions:hang out, turn one’s back on, break down, make sense, put aside,invincible, hold in, stick out, for one’s sake, deal with, affect, etc.Difficult Sentences:I didn’t know what to do, so once again I blew it off.People looked at him as if he had a plague, and our friends from schoolwanted nothing to do with him.Grammatical Points:There was no use in hiding it. 相当于句式“There +be +no use +doingsth.”There was nothing that I could do but watch him die. In this sentence,how the word “but” is used.Difficult Points: Confronted with AIDS, what kind of attitude should we have and what isthe theme of this passage?Duration:180 minutesPrerequisites:Before class, students should1) preview the text for new word and phrase acquisition, and also for themain idea of the passage;2) study the preview questions listed on page 68 and generate their ownresponses.3) visit library to research about the information of AIDS.T eaching Procedure: 1)Review the text of Unit 4 World of the Future and briefly explain TextII How Technology Shapes Our World? with the questions on page63.(10 minutes)2) Background information introduction: AIDS (5minutes);3) Warming-up activity: Teacher organizes a paired discussion on thepre-reading questions(page 64)(5minutes);4) Organizing student group discussion on text comprehension questions(page 65) (8 minutes)5) Introducing usages of important words and expressions and helpstudents to practice them (30 minutes);6) Analyzing text structure and main idea (10 minutes);7) Presenting the text on the basis of on-going communication withstudents, explaining cultural background and key language pointsincluding difficult sentences and grammatical points (95 minutes);8) Organizing student group discussion of post questions to furtherunderstand the text (10 minutes);9) Summarizing the lesson( 5minutes);10) Assignment or follow-up activities(2 minutes).Teaching ProcedureProcedure 1:Revision1)Dictation2)Briefly explain Text II of Unit 4 by asking questions:a.What is the author’s explanation for innovation?b.What is one of the Internet’s toughest challenges we face?c.What is the significance of protecting intellectual property?Procedure 2: Background InformationWhat Does "AIDS" Mean?AIDS stands for Acquired Immune Deficiency Syndrome:∙Acquired means you can get infected with it.∙Immune Deficiency means a weakness in the body's system that fights diseases.∙Syndrome means a group of health problems that make up a disease.AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make "antibodies" -- special molecules to fight HIV.A blood test for HIV looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called "HIV-Positive."Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called "opportunistic infections."How Do You Get AIDS?You don't actually "get" AIDS. You might get infected with HIV, and later you might develop AIDS. You can get infected with HIV from anyone who's infected, even if they don't look sick and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:∙having sex with an infected person;∙sharing a needle (shooting drugs) with someone who's infected;∙being born when their mother is infected, or drinking the breast milk of an infected woman.Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.The Centers for Disease Control and Prevention (CDC) estimates that 1 million to 1.2 million U.S. residents are living with HIV infection, about one quarter of whom are unaware of their infection. Each year, there are about 40,000 new infections. Of these, about 70 percent are among men and 30 percent among women. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly. For more information, see the U.S. Government fact sheet at /factsheets/aidsstat.htm.What Happens if I'm HIV Positive?You might not know if you get infected by HIV. Some people get fever, headache, sore muscles and joints, stomach ache, swollen lymph glands, or a skin rash for one or two weeks. Most people think it's the flu. Some people have no symptoms. Fact Sheet 103 has more information on the early stage of HIV infection.The virus will multiply in your body for a few weeks or even months before your immune system responds. During this time, you won't test positive for HIV, but you can infect other people.When your immune system responds, it starts to make antibodies. When this happens, you will test positive for HIV. After the first flu-like symptoms, some people with HIV stay healthy for ten years or longer. But during this time, HIV is damaging your immune system.One way to measure the damage to your immune system is to count your CD4+ cells. These cells, also called "T-helper" cells, are an important part of the immune system. Healthy people have between 500 and 1,500 CD4 cells in a milliliter of blood. Fact Sheet 124 has more information on CD4 cells.Without treatment, your CD4 cell count will most likely go down. You might start having signs of HIV disease like fevers, night sweats, diarrhea, or swollen lymph nodes. If you have HIV disease, these problems will last more than a few days, and probably continue for several weeks.How Do I Know if I Have AIDS?HIV disease becomes AIDS when your immune system is seriously damaged. If you have less than 200 CD4+ cells or if your CD4 percentage is less than 14%, you have AIDS. See Fact Sheet 124 for more information on CD4 cells. If you get an opportunistic infection, you have AIDS. There is an "official" list of opportunistic infections, put out by the Centers for Disease Control (CDC). The most common ones are:∙PCP (Pneumocystis pneumonia), a lung infection;∙KS (Kaposi's sarcoma), a skin cancer;∙CMV (Cytomegalovirus), an infection that usually affects the eyes; and∙Candida, a fungal infection that can cause thrush (a white film in your mouth) or infections in your throat or vagina, see Fact Sheet 501.AIDS-related diseases also include serious weight loss, brain tumors, and other health problems. Without treatment, these opportunistic infections can kill you. The official (technical) CDC definition of AIDS is available at/mmwr/preview/mmwrhtml/00018871.htm.Procedure 3: W arming-Up ActivityPre-reading Questions:1)What kind of disease do you know AIDS is?2)How much do you know about 2003’s SARS attack?Procedure 4: Text Comprehension Pre-Questions1)Decide which of the following best states the author’s purpose of writing?A.To show the cruelty of AIDS.B.To explain the cause of AIDS.C.To reveal how AIDS attacks youngsters.D.To display how dealing with AIDS consolidates friendship.2)Judge, according to the text, whether the following statements are true or false.a.The author was a happy boy without worry or sorrow before his friend Davidsuffered from AIDS.b.David and the author were very close friends until they entered high school.c.One day David told the author the truth, and he believed David without any doubt.d.The author’s friends treated him that way because they were too young to knowhow to deal with situations like that.e.The author spent a two-week holiday with his family willingly and pleasantly.3)Answering the following questions.a.Why didn’t the author and David hang out much when they were at high schoolaccording to the author?b.What caused David’s lethal disease?c.The author lost most of his friends, didn’t he? Why?d.Why was David put in the hospital?Procedure 5: Language Points: W ords and Expressionshang out:把…挂出set up; displayOn National Day red flags are hung out of every window.国庆节那天，每个窗口都挂出红旗。
Teaching plan of unit 5
Teaching plan of unit 5Teaching aims:1.TopicThe qualities of a great person;The lives of some great people.eful words and expressions:hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerelylose heart in trouble worry about out of work Youth League as a matter of fact blow up put…in prison come to power set up be sentenced to3.Functional items:A. Giving opinions:Why do you think so?What do you think of …?What’s your opinion?I agree/ don’t agree.I think/don’t think….I prefer….In my opinion….I’m afraid…B. Making comments:Good idea!That’s an excellent idea.4.StructuresThe attributive clause (II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
第五册Teaching Plan for Lesson
第五册Teaching Plan for Lesson一、教学目标1、知识与技能目标学生能够熟练掌握本单元的重点词汇和短语，如_____、＿____、＿____等。
学生能够正确运用本单元的重点句型，如_____、＿____、＿____等进行交流和表达。
学生能够听懂、读懂与本单元主题相关的简单对话和文章，并能够提取关键信息。
2、过程与方法目标通过多种教学方法，如情景教学、小组合作学习等，培养学生的自主学习能力和合作精神。
引导学生通过观察、分析、归纳等方式，总结语言规律，提高语言学习的效率。
3、情感态度与价值观目标激发学生学习英语的兴趣，培养学生积极主动的学习态度。
培养学生的跨文化意识，让学生了解不同国家的文化差异。
二、教学重难点1、教学重点重点词汇和短语的理解与运用。
重点句型的结构和用法。
2、教学难点如何让学生在实际情境中灵活运用所学的词汇和句型。
培养学生的阅读理解和写作能力。
三、教学方法1、情景教学法通过创设生动的情景，让学生在真实的语境中学习和运用语言。
2、任务驱动法给学生布置明确的任务，让学生在完成任务的过程中提高语言能力。
3、小组合作学习法组织学生进行小组合作学习，培养学生的合作精神和交流能力。
四、教学过程1、导入（Warmingup）通过播放一段与本单元主题相关的英语视频或歌曲，引起学生的兴趣，导入新课。
与学生进行简单的交流，如询问学生对相关主题的了解和看法，激活学生的已有知识。
2、词汇学习（Vocabulary）展示本单元的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义。
让学生跟读词汇，纠正发音，然后进行词汇拼写和记忆练习。
3、句型学习（Sentence Patterns）讲解本单元的重点句型，分析句型的结构和用法，举例说明。
组织学生进行句型操练，可以通过模仿、替换、造句等方式，让学生熟练掌握句型。
4、课文学习（Text）让学生听课文录音，理解课文大意，回答一些简单的问题。
Teaching Plan of Unit 5 Our School Life
Teaching Plan of Unit 5 Our School LifePeriod 4 Topic 2 Section D1.教学目标1.1 知识目标1）引导学生复习巩固本话题的重点词汇并学习新词。
2）能够在活动中总结各人称的现在进行时的特殊疑问句、一般疑问句及回答的用法以及借阅图书的相关表达，巩固情态动词用于礼貌询问的表达法。
3）能结合话题，运用图书馆借阅图书、失物招领处寻找丢失物品等交际功能意义的表达，进行对话操练并加以总结。
1.2 能力目标1）能听懂谈论正在进行的动作的简单对话或叙述。
2）能够听懂借阅图书的简单对话并做出恰当的反应。
3）能根据图文就现在进行时的动作、借阅图书和寻找丢失物品等话题进行交流。
4）能在口头表达中做到发音清晰、语音语调准确。
5）能在教师的指导下进行简单的角色表演。
6）能够在图片的帮助下读懂体现校园生活的文章，并按要求进行语言活动。
7）能根据图片信息书面描述正在进行的活动。
1.3 情感目标能够通过和他人共同完成任务，培养同伴之间的合作精神。
2. 教学重点在Sections A~C已学的基础上，能自行总结各人称的现在进行时的特殊疑问句、一般疑问句及其回答的用法以及借阅图书的有关表达，巩固情态动词用于礼貌询问的表达法。
3. 教学难点能在阅读过程中，训练寻读的能力以及在文字信息与图片信息间转换的能力。
4. 教学用具多媒体、黑板、图片。
5.教学模式PPP model6.教学过程Step 1: Warm-upGet students ready for learning.Help the students to express correctly. And help them revise Section C at the same time.T: Do duty report. Write a passage about what your classmates around you are doing individually. Then report it to the whole class.e.g.Now, A is writing something. B is sleeping. The teacher may be angry. C is talking with his partner.Step 2: Presentation1）Individual workHelp the students revise the grammar in this section.Read through Sections A~C. Fill in the blanks in “Grammar” and “Functions” individually. Then the whole class check the answers together.2）Pair workLet the students find and correct the mistakes in sentences by themselves. The teacher may warnthem not to make the same mistake next time.T: Look at the sentences on the blackboard which are shown by the teacher. Find out the mistakes and try to correct them by yourself. Then check your answers with your partner. Discuss together.e.g.①She running on the playground.②He is run.③She is having a class in the classroom.④Maria is dancing in the gym.3）Individual workMake the students remember to use correct form of the verbs in the “Present Continuous”.T: Fill in the blanks with correct form of the given words. Then check the answers with your partner. After that, the whole class read the passage together aloud.e.g.Class 3 is on the playground. Look! A is _________ (play) the basketball. B is _________ (sit) there and _________ (watch). C and D _________ _________ (run). E is _________ (talk) with her teacher.4）Group workHelp the students practice the “Present Continuous” in different sentence patterns orally.T: Have a group competition. Sit in groups of four. Then one student reads the sentence on the paper and acts it out to the other three students. The other three students try to guess what the student is doing by watching him/her. If the students can guess the right answer, their group can get one point. At the end of the competition, the group which can get the most points will be the winner.e.g.Group 1A acts out running.B: Are you running?A: Yes, I am.Group 2A acts out sleeping.B: Are you running?A: No, I am not.C: Are you sleeping?A: Yes, I am.Step 3: Consolidation1）Pair workHelp the students to consolidate the words and expressions by making and practicing conversations.T: Work in pairs. Make a new conversation about borrowing books from the library. Then practice with your partner and report it to the whole class.2）Pair workT: Work in pairs. Make a new conversation about “Lost and Found”. Then practice with your partner and report it to the whole class.Step 4: Practice1）Individual workPlay the tape recorder. Check the answers.T: Look at the table in Task 1. Predict the listening material in Task 1. Listen to the tape andcomplete the table. Check the answers with your partner. Then ask and answer questions like this: A: What is Jane doing?B: She is singing.A: Where is she singing?B: She is singing in the room.2）Pair workHelp the students learn to predict before reading. Check the answers.T: Look at the pictures in 2. Answer the teacher’s questions, “Where is Wen Wei?”, “What is he doing in the picture?” Get some information about the passage from the pictures.T: Then read the passage. Circle the activities and underline the places. After that, read the passage again and number the pictures.3）The whole class workHelp the students learn to sing English songs.T: Listen to the tape for the first time and answer the questions, “What are you doing?”, “Who are you writing to?”T: hen listen to the song for the second time and answer the questions, “What are you doing?”, “Who are you singing to?”T: Then sing after the tape. Sing the song together. Then the girls and the boys take turns to sing this song. Finally, some students sing this song to the whole class.Step 5: Production1）Pair workHelp the students to practice their spoken English while asking and answering.T: Look at the pictures in “Project”. Find the differences between the two pictures. Then ask and answer questions about the two pictures while completing the following table.2）Individual workPractice the “Present Continuous” in written work.Write a passage to describe the differences between the two pictures individually. Then check with your partner.e.g.Three boys are swimming in Picture 1, but they are fishing in Picture 2.Step 6: Summary and HomeworkEncourage Ss to summarize the key points.T: Class will be over soon, We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them.1）Review the words and expressions in this Section; Complete the Exercise Book.2）Go on writing the passage to compare the two pictures in Project. Report it to the whole class the next day.3）Preview Topic 3, Section A.7. 板书设计Unit 5 Our School LifeTopic 2 A few students are running around the playground.Section DWords and expressions:Sentences:because Are you doing your homework? Yes, I am./ No, I am not. Japanese What are you doing?wonderful Excuse me, may I borrow some English workbooks? Of course.How long can I keep them? Two weeks.You must return them on time.Sure, I will. Thank you!8. 教学反思。
Teaching Plan of Unit 5 Our School Life
Teaching Plan of Unit 5 Our School LifePeriod 2 Topic 2 Section B1.教学目标1.1 知识目标1）能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：borrow, workbook, course, of course, use, look for, shelf (shelves), keep, must, return, on time, newspaper, Lost and Found, money, wallet.2）能用有关图书馆借阅图书的表达法进行礼貌询问以及在情景对话中表达“借书和失物招领处寻找丢失物品”等语言功能，如：①Excuse me, may I borrow some English workbooks? Of course.②How long can I keep them? Two weeks.③You must return them on time. Sure, I will.④What are you doing? I’m looking for my wallet.3）能正确运用现在进行时的用法。
1.2 能力目标1）能听懂借阅图书的简单对话并做出恰当的反应。
2）能听懂通过失物招领询问丢失物品的对话。
3）能根据图文就借阅图书和寻找丢失的物品等话题进行交流。
4）能够在图片的帮助下读懂体现校园生活的图书馆借书、遗失声明、失物招领等对话，并按要求进行语言活动。
5）能仿照例子写出简单的失物招领或寻物启事。
1.3 情感目标能够根据有关图书馆借书的对话，养成遵守规章制度的意识。
2. 教学重点正确使用在图书馆借阅图书进行礼貌询问的有关句型。
3. 教学难点仿照例子写出简单的失物招领或寻物启事。
4. 教学用具多媒体、黑板、图片。
5.教学模式PPP model6.教学过程Step 1: Warm-upGet students ready for learning.1）Group workHelp the students revise the “Present Continuous”.Separate the class into three groups. One group write down the names, one write places and the third one write the actions. Then some students choose some cards from different groups and try to organize the sentences with the places, the actions and the names, using the “Present Continuous”. 2）Individual workHelp the students revise different sentence patterns of the “Present Continuous”.T: Change the sentence patterns according to the teacher. Then check the answers with your partner.e.g.①I am reading an English book. (对画线部分提问)②Is she doing some cleaning in the room? (改为肯定句)③Wang Li and Li Mei are dancing in the gym. (对画线部分提问)④Wang Wei and Lin Tao are doing some cleaning in the lab. (对画线部分提问)Step 2: Presentation1）Individual workHelp the students learn some new words with the help of the pictures and gestures. Get them ready for the next step.T: Look at the pictures and the teacher’s gestures and learn some new words: workbook, shelf, newspaper, borrow, use, of course, look for, keep, must, return, on time.2）Pair workHelp them remember the new words again.T: Match the new words with the meanings individually. Then check the answers with your partner.3）Individual workHelp the students learn to use the new words in the given situation.T: Fill in the blanks with the correct form of the given words. Then check the answers with your partner.borrow, keep, look for, return, shelf, on time, use, newspaper, workbook This is a school library. Teachers and students can ___________ for their work and study. For example, they can ___________ some interesting storybooks and workbooks from it. Usually, a library also has some ___________ for the readers, too.Look! Mary is in the library now. She is ___________ ___________ an English ___________ onthe ___________. She wants to borrow it and ___________ it for two weeks. But she must ___________ it ___________ ___________.4）The whole class workMake the students learn to look at the pictures and sentences to predict before listening.T: Look at the pictures in 1a. Try to answer the two questions, “Where is it?”, “What are they doing?” Look at the sentences in 1b. Predict the listening material in 1a.T: Then listen to the tape and mark T or F in 1b. Check the answers with your partner.Step 3: ConsolidationGroup workPlay the tape recorder. Make the students pay attention to the sentence intonation and pronunciation.T: The whole class read after the tape. Then read 1a in groups. Underline the key sentences, like “Excuse me, may I borrow some English workbooks?”, “How long can I keep them?”, “You must return it on time.”, “Excuse me, do you have any English newspapers?”Step 4: Practice1）Individual workHelp the students learn some new words and prepare for the listening task.T: Look at the picture in 2a. Answer the teacher’s questions and learn some new words from the picture.T: What is it?S: It’s the Lost and Found.T: If you lose something, you can go to the Lost and Found. Can you guess what may be lost?S:Money, wallet, basketball, T-shirt ...T: If you work at the Lost and Found, what you may ask about the things/money in the wallet?S: What color is it?What’s in it?How much money is in it?2）Pair workPlay the tape recorder. Check the answers.T: Look at the picture in 2a and read the conversation. Guess the answers before listening. Then listen to the tape and complete the conversation with the correct words or phrases individually. Then check the answers with your partner.3）Pair workHelp the students to express a conversation at the Lost and Found correctly.T: Work in pairs. Practice 2a. Then make up a new conversation with the information in 2b. After that, some pairs act out the conversations to the whole class.Step 5: Production1）Group workMake the students use the expressions about borrowing things from others in conversations.T: Sit in groups of four. Do 1c. Make up new conversations about borrowing things from others, using the expressions in 1c. One student acts as a librarian（图书管理员）.e.g.S1: Excuse me, may I borrow some math workbooks?A librarian: Of course. Many students are using them. Here you are!S1: Great! How long can I keep them?A librarian: One week. You must return them on time.S1: Sure, I will. Thank you!A librarian: You’re welcome....S2: ...A librarian: ......Then some groups act out the conversations to the whole class.2）Individual workHelp the students to use what they have learned to complete the task.T: Read the notices in 2c and help Michael write one with the information in 2a. Then change your notice with your partner.Step 6: Summary and HomeworkEncourage Ss to summarize the key points.T: Class will be over soon, We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them.1）Review the words and practice the conversations in 1a and 2a with your partner.2）Read the text and record for yourself.3）Preview the words and text of section C.7. 板书设计Unit 5 Our School LifeTopic 2 A few students are running around the playground.Section BWords and expressions:Sentences:borrow workbook Excuse me, may/ can/ could I borrow ...? course of course How long can I keep them?use look for You must return them on time.shelf (shelves)keep Excuse me, do you have any ...?on time newspaper Thank you./ Thank you all the same. Lost and Found money What color is it?8. 教学反思。
高中英语 Teaching Plan for Unit 5教案 新人教版必修1
教学内容
Unit 4Reading — A Night The Earth Didn’t Sleep
(Warming up, pre-reading & reading)
授课班级
高二（4）班
2. Judge the statements True (T) or False (F) according to the article.
Task 3: Post-reading
After reading for twice, then ask students to listen to the tapes and search for some important information to fill in the diagram.
and studying in a foreign country.
教学方法
Fast-reading, careful reading, task-based method and group work.
教学步骤
教师教学活动内容、方式
学Hale Waihona Puke 活动内容设计意图Step 1
Leading-in
The world is getting smaller and smaller. We have more and more opportunities to travel or study abroad. Then ask students to do a small quiz about studying abroad.
Do a small quiz to get some knowledge about studying abroad
英语人教新课标必修5教案Unit5+First+aid+Period+1warming+up+and+listening.doc
Unit 5 First aid (teaching plan)一．教学目标：1）了解在各种意外的紧急情况下的急救知识.2）练习用英语知识表达应该做和不应该做.3)继续学习并运用虚拟语气.4)写一篇有关顺序表达方式的短文.二. 教材分析本单元的中心话题是意外情况下的急救知识,语言技能和语言知识主要围绕急救着一中心话题进行设计的.热身(warming up) 部分通过六幅图片导入新课,让学生针对这些图片思考一些问题,你会怎么办?当谈论这些意外的情况时,你会想到哪些生词,以激发学生的学习兴趣。
听力（listening）提供发生在医院里的情况，一个男孩腿部受伤，另一个是小女孩误喝了墨水。
教材设计了以笔记形式的问题填空和填缺词，目的是训练学生通过听获取急救方面的信息口语（speaking）部分继续围绕在家里如何确保家人的安全，应该做，不应该做。
训练学生听的能力。
同时要求学生说出更多的句子，引发真实性的交际。
读前（Pre-reading）设立了三个outline 供学生讨论选择。
假如你想写急救，你会选择哪种提纲，学生可以各自表达自己的看法，为下面的Reading 打下伏笔。
阅读（Reading）本文主要介绍急救的一些常识，DR ABC 利用人们记住着方面的知识。
读后（post-reading）呈现三幅图片，要求用课文所学的知识说出图中人物正在如何运用急救知识救助伤员。
第二个问题是复述DR ABC 内容语言学习（Language study ）分词汇和语汇两部分，词汇部分设计了五个情景，帮助学生加深对新词汇的理解和记忆，同时指导学生养成通过语境记忆词语的方法。
第二题是一个故事，要求通过上下文语境内容，选择所给的词语，加深所学知识。
语法部分是虚拟语气，要求学生掌握对将来、现在、过去这三种情况的假设，还有虚拟语气在宾语从句的用法。
如suggest, recommend 等。
这里有三大题：第一题：根据语境填上合适的虚拟语气。
Teaching plan of Unit5 Music单元复习教案 新课标 人教版 教案
Teaching plan of Unit5Music单元复习教案Teaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees”?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees” break up and when did it reunite?3). Why was “ The Monkees” successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss theiranswers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true or false.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。
人教版小学五年级上册英语教案unit5
LESSONPLAN
UNIT
Unit 5 There is a big bed
PART
B
PATTERN
Let’s learn
PERIOD
1
DATE
11.16
TARGETS & DEMANDS:
1.Students can know the meaning of the words and phrases: in front of, beside, between, behind, above.
LESSONPLAN
UNIT
Unit 5 There is a big bed
PART
A
PATTERN
Let’s spell
PERIOD
3
DATE
11.13
TARGETS & DEMANDS:
Make students find that the combinations of letters “ai” and “ay” in a word pronounce [ei]
5.Lead the students to find out the same pronunciation of these letter-combinations.
Story: I see ZhangPeng on mywayto school.
Isayhello to him.
ZhangPeng tell me that today isMonday.
Make a conclusion:
The combinations of letters “ai” and “ay” in a word pronounce [ei].
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Teaching Plan for Lesson5, Unit 5, J2, Go for it! Learning objectives:
1.Words & Expressions:
Learn and understand the words and phrases: invitation, training, chemistry .).
2.Structures & the use:
Learn the sentence patterns for saying why you can't visit next week.
"I'm +verb+ing"&"I have to + verb"
3.Reading skills and strategies:
(1) Predicting what the passage may be about with the information and
questions
(2) Skimming the passage and confirm the prediction.
(3) Scanning the passage for the detailed information.
Teaching Procedures:
Stage 1: Pre-reading Stage
Step 1: greeting and students' free.
Step 2: review the days of the week and the months of the year by getting students to recall them one by one.
Step 3: students play a game. Group race, T write the date on the blackboard and students say it out in English as soon as they can. The more they say the more point will they get.
T: ok! Now I write the number and you say it out in English.
Step 4: students look at the calendar in 3a and have a guess: what is the e-mail massage about?
Stage 2: While-reading Stage
Step 1: Ss read the passage and confirm their predictions.
Step 2: Ss read the passage and make sure : When was the e-mail wrote?in order to prepare for next procedure. T get them to pay
attention to the words such as :this evening, and tomorrow, on
wednesday.
Step 3: Ss read the e-mail message. Then complete the calendar below.
Step 4: T check answer by asking students to read the sentences
which they find the answer.(T reminds Ss of underlining the key
words and expressions while reading.)
Step 5: T get students to focus on the key words and the sentence structures :
"I'm +verb+ing"&"I have to + verb"
Step 6: students practice the sentence structures by using them make some sentence s by themselves.
Stage 3: Post-reading Stage
Step 1: Ss talk about their own calendars and finish activity 3b : fill in the blanks in the e-mail e "I'm +verb+ing"&"I have to
+ verb"
Step 2: pair work. Students make a dialogue according to their calendar in the model of activity 4.
Stage 4: Summary and homework
Step 1: T guides Ss to sum up the new words in the reading (invitation, training, chenmistry .).
Step 2: T guides Ss to sum up how to say why you can't visit next week. Step 3: Ss write an e-mail message to a friend. Say why you can't visit next week.
反思报告for lesson 5, unit 5 in go for it.
这这次的实践教学中我发现了两个主要问题: 第一，各个教学活动间的相关性不大；第二，没有正确理解教材活动的意图，出现做错的情况。
我把这节课设计为阅读课，关于这一课时，教材原来的活动只有两个。
开始上课时我设计了小组竞赛活动：教师在黑板上写数字日期，学生抢答用英文说出日期。
设计这个活动的目的是复习巩固上一节课的内容。
但是这个活动和下一个活动没有必然的联系，过度也不是很自然。
我让学生进行下一个环节的活动时直接说：ok! Now, let's read a e-mail message together.在做教材3B的活动前我没有仔细审题，让学
生根据上文的内容完成activity 3b。
在备课时我大概看了一眼，没有仔细阅读要求，等到学生做了发现错误时我自己才意会过来。
反思总结教训，我认为出现这两个问题的原因都是我对教材的理解和分析不够，课前准备太过马虎。
由于对教材的不理解甚至是没看，造成所设计的教学活动缺乏相关性和连贯性。
对以上的问题我提出了解决方案：在上课之前一定要充分，仔细阅读理解教材内容，这样才能融会贯通，在设计教学活动时才能步步紧扣主题，使各个环节丝丝相扣，过度自然。